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Aspects of eLearningPeter BaumgartnerEducational TechnologyInstitute of Educational Science and Media

Researchhttp://www.fernuni-hagen.de/bthttp://www.peter.baumgartner.name/

Outline

• Educational Technology

• Educational Theory

• Theory & Technology• E-Learning Standards

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Aspects of eLearning Peter Baumgartner/FernUni Hagen3/28

Proposition I

(Inglehart 1997)

The predominant educational assumptions of a

society are not invented freely but reflect the

predominant cultural values of this society.


Proposition II

(Baumgartner/Payr 1999)

Every piece of Educational Software, Authoring

Tool or Learning Management System (LMS)

implements a certain kind of learning theory.

Every function of the software has underlying

(tacit) pedagogical assumptions.

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(Neo-) Behaviorism Cognitivism Constructivism

InputOutput

Brain is a“black box”

Variable

InputOutput

internalProcedures

matter

Brain is a self-referential

system

externalFeedback

modelledFeedback

structuralCoupling

informationallyclosed

energeticallyopen

Learning Paradigms


Transfer Tutor Coach

• factual knowledge,“know-that”

• Transfer ofpropositionalknowledge

• to know, to remember• Production of correct

answers• Verbal knowledge,

Memorisation• to teach, to explain

• procedural knowledge,"know-how"

• Presentation of pre-determined problems

• to do, to practice• Selection of correct

method and its use• Skill, Ability• to observe, to help, to

demonstrate

• social Practice,"knowing-in-action"

• Action in real (complexand social) situations

• to cope, to master• Realisation of adequate

action strategies• Social Responsibilty• to cooperate, to support

Teaching I Teaching II Teaching III

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Perceive & Do (Debug)

Produce &Deposit

Practice &Discuss

Teaching &Facilitating

Tutoring &Managing

Coaching &Orchestrating

Interactingwith Object

Interactingwith Subject (Human)

Interactingwith Self & Society

Knowing-in-action

Reflecting-in-practice Reflecting-in-action

ArtefactEnvironment



To produce& deposit

To practice& discuss

Artefakt,Content,

“Learning Object”

To teach &support

To help &organise

To coach &orchestrate

TEACHING I+

TEACHING III TEACHING II

TEACHING I

?

??

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Linguistic utterance

illocutionary force

I know thatI believe thatI deny that

I disclose that

propositional content

…he is hurt.…my headache is unsupportable.

…smoking is not allowed here.

Theory of Speech Acts


validity claimrelation to the

world

subjective objective

social

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Produce &Deposit

Practice &Discuss


Tutoring &Managing



Interactingwith Subject


Knowing-in-action


ArtefactEnvironment

Constativa:to describe,to assert,to explain,to claim...

Regulativa:to legitimate,to authorize,to demand,to permit...

Expressiva:to disclose,to confess,to admit,to hold back...

Communicativa:(Metalevel)to affirm,to substantiate,to justify,to moderate...


eLearning Strategies

predominantlyvirtual Learning

(LMS)

Information Model(Static Website,

Downloads)

AsynchronicCommunication(Forum, eMail)

Robin Mason (1998)

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eTeaching-Strategies

1: Access and Motivation

Gilly Salmon (2000)5: Selforganisation

4: Knowledge Construction

3: Information Exchange

2: Online Socialization


Educational Potentials

Book CD/DVD-ROM Web

www

Text, Fotos, Images + Audio, Animation, Video + Communication (Chat, Forum)

Linear Indiv. + Adaptive Collective Adaptive + Generative

Limited amount More but still limited no limits

Presentation + Automatic Feedback, + Communication, Social Simulations

References Hyperlinks, Tooltips Dynamically Interconnected Web

Assessment indiv. Assessment indiv. 360 Degree Assessment

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What are VLEes?

• Web-based: Browser = central tool•≠ locally installed educational software•≠ CD-ROM•≠ Distance Education

• A3 = Anytime, Anywhere, Anybody• „Flexible Learning“, (competence based,

student centered)• Selforganised, supported and directed learning• Face-to-interface and face-to-face (“blended

learning”)


What are LMSes? (1): Functions

LearningManagement

Systems(LMSs)

Communi-cation-Tools

Presentationof

Content

Admini-stration

EvaluationTools

Tools forPraticing and

Exercises

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A Learning Management System (LSM) is

a tool for the organization and the

coaching process of

webbased learning

What are LMSes? (2): Definition


What are CMSes? (1): Functions

ContentManagement

Systems(CMSs)

Processingof Content

Management,Organisation

of Content

Updateof

Content Publication,Distributionof Content

Aquisition,Generationof Content

Presentationof

Content

Reusabilityof

Content

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What are CMSes? (2): Principles

• Content separated from the form of thepresentation

• (via templates, stylesheets)

• Management of content components• (via metadata and database)

• Workflow Management• (via hierarchical and/or participative role concept: e.g. Managing

Editor, Content Editor, Design Editor, Associate Editor, Member,Guest etc. buzz word: Webcommunity)


1. Production systems (P-CMS): Traditional form of CMS2. Groupware, Collaborative Systems (C-CMS):

Asynchronic Communication and Interaction of members of aworking (or learning) group

3. Portal, Community-Content-Collaboration Systems

(C3MS): Communitybuilding

4. Weblogs, Discussion oriented (D-CMS): Micro-Content,Syndication/RSS-Feed, Trackback.

5. Wiki, Editing oriented (E-CMS): Everybody has the same fullrights. Participative generation of content.

What are CMSs? (3): Types

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VLE/LMS/CMS/LCMS?

Learning Management Systems(LMSs)

Content Management Systems(CMSs)

Learning- and Content Management Systems(LCMSs)

Virtual Learning Environments(VLEs)


Educational Interaction Patterns

Educational Scenarios

LMS, CMS and other Tools

3 Levels of Abstraction

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Transfer Tutor Coach

Teaching I Teaching II Teaching III

P-CMS

Discussion-oriented CMS (Weblogs)D-CMS

C-CMS

C3MS (Content-Community-Collaboration MS)C3MS

Wikis



Produce &Deposit

Practice &Discuss


Tutoring &Managing



Interactingwith Subject (Human)


Knowing-in-action


ArtefactEnvironment

P-CMSC3MS

C-CMS

Wikis

D-CMS

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Object

Teaching Modell

Communicative Action

P-CMS Wiki

WeblogD-CMS

C-CMSGroupware

C3MSPortal

I II III

Subject

Society


e-Learning Standards- What for?

Cost Reduction

through

Reusability

Autonomy

from

Producers

Learning Biography

independent

from System

Interoperability

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Goals of Standards Interoperability

Does the system work with other systems? Re-usability

Is content in other context reusable? (Learning Object) Manageability

Are there transferable notes on learning behaviour andcontent?

Accessibility Are learners able to access content when ever they need

it? Durability

Does the learning environment still operate,even if technology has changed?

Thank you for your attention!

Peter BaumgartnerEducational TechnologyInstitute of Educational Science and Media

Researchhttp://www.fernuni-hagen.de/bthttp://www.peter.baumgartner.name/

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